Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
NATIONAL
SENIOR CERTIFICATE
GRADE 12
FEBRUARY/MARCH 2018
MARKING GUIDELINES
MARKS: 100
In assessing a candidate's work, the following aspects, among others, drawn from the
assessment rubric, must be borne in mind:
The overall effect of planning, drafting, proofreading and editing of the work on
the final text produced.
Sentence construction.
Paragraphing.
Interpretation of the topic that will be reflected in the overall content: the
introduction, the development of ideas and the conclusion.
SECTION A: ESSAY
Refer to SECTION A: Rubric for Assessing an Essay found on pages 6 and 7 of these
marking guidelines.
1. Read the whole piece and decide on a category for CONTENT AND
PLANNING.
2. Re-read the piece and select the appropriate category for LANGUAGE,
STYLE AND EDITING.
3. Re-read the piece and select the appropriate category for STRUCTURE.
SECTION B: TRANSACTIONAL TEXTS
1. Read the whole piece and decide on a category for CONTENT, PLANNING
AND FORMAT.
2. Re-read the piece and select the appropriate category for LANGUAGE,
STYLE AND EDITING.
NOTE:
Various formats of transactional/referential/informational texts have been taught/
are in current practice. This has to be considered when assessing the format.
Give credit for appropriateness of format.
Look for a logical approach in all writing.
NOTE:
The points given below each topic in these marking guidelines serve only
as a guide to markers.
Allowance must be made for a candidate's own interpretation of the topic,
even if it differs from the given points or a marker's own views or
interpretations.
SECTION A: ESSAY
QUESTION 1
Candidates are required to write ONE essay of 400–450 words (2–2½ pages) on ONE
of the given topics. Candidates may write in any genre: narrative, descriptive,
reflective, discursive, argumentative, or any combination of these.
1.1 'Remember that not getting what you want is sometimes a wonderful
stroke of luck.' (The Dalai Lama)
Responses should focus on the benefits of adversity.
Credit opposing views. [50]
1.2 Peaceful protests – the only option
Candidates may argue for or against the assertion.
Peaceful protests should be juxtaposed, even if quite briefly, with violent
protest action. [50]
1.3 The final hours …
Credit literal/figurative/mixed responses. [50]
1.4 'I have spread my dreams under your feet;
Tread softly because you tread on my dreams.' (William Butler Yeats)
Responses could focus on the vulnerability of dreams and respect for the
feelings of others.
Credit literal/figurative/mixed responses. [50]
1.5 They learned about the brutality and the beauty of life.
Responses should deal with contrasting experiences of life. [50]
1.6 NOTE: There must be a clear link between the essay and the picture chosen.
1.6.1 Stepping-stones
Credit literal, figurative and mixed responses. [50]
1.6.2 Divided house
Credit literal, figurative and mixed responses. [50]
1.6.3 Girl with the kite
Credit literal, figurative and mixed responses. [50]
TOTAL SECTION A: 50
QUESTION 2
Candidates are required to respond to TWO of the topics set. The body of each
response should be 180–200 words (20–25 lines) in length. The language, register,
style and tone must be appropriate to the context.
2.1 FORMAL LETTER
2.2 DIALOGUE
The conversation should take place between the person whose reputation
has been compromised and a counsellor/parent/authority figure etc.
Use valid dialogue format. [25]
The letter should elaborate on the writer's response to the text message.
Format: own address, date, salutation, signing-off [25]
TOTAL SECTION B: 50
GRAND TOTAL: 100
NOTE:
Always use the rubric when marking the creative essay (Paper 3, SECTION A).
Marks from 0–50 have been divided into FIVE major level descriptors.
In the Content, Language and Style criteria, each of the five level descriptors is divided into an upper-level and a lower-level
subcategory with the applicable mark range and descriptors.
Structure is not affected by the upper-level and lower-level division.
ideas) -Intelligent, thought- interesting ideas with -Reasonably organised unoriginal unfocused ideas
Organisation of provoking and mature evidence of maturity and coherent, including -Little evidence of -Vague and repetitive
ideas for planning; ideas -Very well organised introduction, body and organisation and -Unorganised and
Awareness of -Exceptionally well and coherent, including conclusion/ending coherence incoherent
purpose, audience organised and coherent, introduction, body and
and context including introduction, conclusion/ending
body and
30 MARKS conclusion/ending
25–27 19–21 13–15 7–9 0–3
-Excellent response but -Well-crafted response -Satisfactory response -Largely irrelevant -No attempt to respond
lacks the exceptionally -Relevant and but some lapses in response to the topic
Lower level
striking qualities of the interesting ideas clarity -Ideas tend to be -Completely irrelevant
outstanding essay -Well organised and -Ideas are fairly disconnected and and inappropriate
-Mature and intelligent coherent, including coherent and convincing confusing -Unfocused and
ideas introduction, body and -Some degree of -Hardly any evidence muddled
-Skilfully organised and conclusion organisation and of organisation and
coherent, including coherence, including coherence
introduction, body and introduction, body and
conclusion/ending conclusion
5 MARKS
10 MARKS
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